Natalie Radke 1 Instructional Program

Student: B Skills: Oral Counting & Number Identification Initiator: Natalie Radke Context for Instruction: Instruction for this skill will occur at the table in the special education classroom (room 207). Instruction will take place for 10-15 minutes while B receives his morning feeding prior to completing a Connecting Math Concepts scripted curriculum lesson. Instruction will take place using dry erase boards, coloring books and playing games that have to do with counting and identifying numbers. Program Objective: When given the AIMSWEB Oral Counting Assessment, B will score in the 50th percentile according to the AIMSWEB standards on three consecutive probe trials. When given the AIMSWEB Number Identification Assessment for first grade, B will score in the 60th percentile according to the AIMSWEB standards on three consecutive probe trials. Generalization: Our goal is for B to learn to count and identify numbers along with his same aged peers. He will be able to participate in classroom activities dealing with numbers and generalize his knowledge of numbers to his phone number, address, birthday, etc. Rationale: Oral counting and number identification are two skills that B will use daily, not only at school but also at home and out in the community. Being able to identify numbers will help him identify his bus when leaving school, find his room number, turn to a certain page of a book or say the date. Being able to count numbers orally will allow B to participate with his same aged peers in math centers. Being able to count orally and identify numbers are two skills that many kindergarteners are working on throughout the whole school year. By increasing Bs overall success with oral counting and number identification his

schoolwork and membership in the classroom can improve. Counting and identifying numbers can also help lead to understanding in areas such as time and money. Assessment Procedures: Oral Counting Assessment 1. Place the examiner copy on a clipboard and position so B cannot see what is being recorded. 2. Say to B: When I say start I want you to start counting aloud from 1 like this 1, 2, 3 until I tell you to stop. If you come to a number you dont know, I will tell it to you. Be sure to do your best counting. Are there any questions? Ready, start. 3. Start stopwatch. If B fails to say 1 after 3 seconds say 1 and continue. 4. Follow along on the examiner copy. Score according to scoring rules. After one minute has expired place a bracket after the last number said and say, Stop. 5. Scoring rules: Cross out numbers skipped or said incorrectly. If B corrects himself score the number as correct. 6. Total the number of numbers he counted correctly and circle it at the top of the page. Number Identification Assessment 1. Place the student copy in front of B. 2. Place the examiner copy on a clipboard and position so B cannot see what is being recorded. 3. Say to B: B, the paper in front of you has numbers on it. When I say start, I want you to tell me what the numbers are. Start here and go across the page (demonstrate by pointing). If you come to a number you dont know, Ill tell you what to do. Are there any questions? Put your finger on the first number. Ready, start. 4. Start stopwatch. If B fails to answer the first number after three seconds, tell B to try the next one and mark as incorrect. 5. If the student does not get any correct within the first five items, discontinue the task and record a score of zero. 6. Follow along on the examiner copy. Put a slash (/) through any incorrect numbers.

Natalie Radke 3 Instructional Program

7. The maximum time for each number is three seconds. If B does not provide an answer within three seconds, tell him to try the next one and mark as incorrect. 8. At the end of one minute, place a bracket ( ] ) around the last item completed and say Stop. 9. Total the number correct after each row. 10. Total the number correct in each row and write the total number of numbers identified correctly at the bottom of the page and circle it. Assessment Schedule: Conduct multiple probes for number identification and oral counting according to the AIMSWEB probes until data is stable. Once instruction begins, probe once per school week (about every fifth day). If B scores at or above the 50th percentile (according to AIMSWEB standards), probe on consecutive days until he reaches mastery criterion or falls below the 50th percentile then return back to instruction. Instructional Procedures: Each day a game/activity will be completed during the first 10-15 minutes of the math session prior to the completion of a Connecting Math Concepts lesson. Instruction will be given using time delay. Identifying numbers and counting should be skills that occur rather quickly so the time delay prompt will go until a maximum of 4-seconds before being given the prompt.

0 Second Time Delay: 1. Give Sd to begin task (Tell B to count until I say stop or give him materials to identify numbers). 2. Immediately after presentation of the Sd, provide verbal prompt (e.g. one or fifteen). 3. As B repeats the correct response, provide reinforcement (direct verbal praise such as Yes! Thats correct B! or Great Job B!) 4. Move through all of the numbers or continuing counting until we reach 30. 5. Use 0 second delay for every presentation of the numbers each day for three days. 2 Second Time Delay: 1. Give Sd to begin task (Tell B to count until I say stop or give him materials to identify numbers).

2. Wait up to 2 seconds after presenting the Sd for B to respond. a. If B responds correctly within the 2 seconds, provide direct verbal praise (Excellent B! Thats right!). b. If B responds incorrectly within the 2 seconds, provide error correction (No B, the answer is (four). Whats the correct answer? Then say four simultaneously with the student. c. If B does not respond within the 2 seconds, provide verbal prompt (e.g. four). When B repeats the correct response, provide him with direct verbal praise (e.g. Yes, four! Great job B! You are doing awesome!). 3. 2-second time delay will be used for one week of instruction. After one week of instruction using 2-second time delay move to 4-second time delay for the remainder of instruction. 4- second Time Delay: 1. Give Sd to begin task (Tell B to count until I say stop or give him materials to identify numbers). 2. Wait up to 4 seconds after presenting the Sd for B to respond. a. If B responds correctly within the 4 seconds, provide direct verbal praise (Excellent B! Thats right!). b. If B responds incorrectly within the 4 seconds, provide error correction (No B, the answer is (four). Whats the correct answer? Then say four simultaneously with the student. c. If B does not respond within the 4 seconds, provide verbal prompt (e.g. four). When B repeats the correct response, provide him with direct verbal praise (e.g. Yes, four! Great job B! You are doing awesome!). 3. 4-second time delay will be used for the remainder of instruction. Reinforcement: In order for instruction to be successful with B, I believe there needs to be a lot of positive reinforcement. It is important the reinforcement is not spoken too loud, which would overwhelm B. During the activities positive verbal praise will be given after every other answer. The praise should be spoken in a quiet speaking voice and use Bs name. Providing reinforcement every other correct answer will give B enough verbal support but not too much which could make him nervous or irritated. At the end of each instructional period I will provide B with positive verbal praise and an opportunity to play with any

Natalie Radke 5 Instructional Program

games or toys in the sensory corner. B tends to enjoy the moving sand, vibrating light or trains. These reinforcers will be used throughout the week with the intent that he does not repeat the same activity each day. Maintenance: Once mastery has been reached I will assess B each week according to the AIMSWED Oral Counting and Number Identification Assessments. If he is still performing at criterion after four weeks I will then assess him every other week for maintenance. If at any point B falls below mastery criterion on two consecutive instances return to instructional procedures and restart maintenance probes each week.

Research Rationale: The first article I reviewed for this program was Using Time Delay to Improve Social Play Skills with Peers for Children with Autism. Although this article was not directly related to mathematics, the article did talk about the effectiveness of using a time-delay procedure and giving the students the opportunity to respond when presented with a stimulus. The article proved that time-delay was the best prompting procedure to use and resulted in successful communication with peers and an increase in pretend play among the participants. Bs communication is minimal; he usually echoes what teachers or other adults say to him. Getting him to talk about numbers and count and use his voice will hopefully get him more comfortable answering questions or talking to peers. Any communication instruction B receives throughout the day, whether intentional or not, will help him learn to use his voice to communicate. After reading this article, my decision to use a time-delay prompting procedure was reinforced by the positive results of this study on boys with autism. The next article I read was titled Counting Skills and Number Concepts of Students with Moderate Intellectual Disabilities. The article opened with a mention of the importance of learning to count and identify numbers. Throughout the introduction my rationale for teaching B number identification and oral counting was reinforced. This skill, taught at a young age, with proper instruction can be generalized to many different situations and lead to the students understanding of money and time. The results show that younger students

tend to score better when the numbers are presented in a sequence and not be decades. The article also states that it is important to have a clear target set and not range too far from the numbers of focus. By using AIMSWEB to compare the student to the norms of his same-aged peers I will have a clear target set of numbers to focus instruction on. I really liked how the article mentioned that as a students age increases their need to understand numbers also increases. Because B is only in kindergarten his need to understand numbers is just starting out, I believe that keeping him at grade level with numbers can improve his academic-life as well as his independent life outside of school as he gets older.